The purpose of this work is to examine the effect of the use of combat drones for the practice of targeted killing on international order. The understanding of these effects is critical for if the use of combat drones for targeted killing undermines critical institutions of international society, which serves as the basis for international order, then the international order itself would be undermined. It is a qualitative study of drones and their effect on select primary institutions found within the theoretical framework of the English School (ES) of International Relations. The institutions used in this work are sovereignty, territoriality, international law, great power management, and war. This work builds its case on open source primary and secondary documents from the UN and news outlets to gauge the effect and reaction of states to the use of drones over the last 15 years. It found that drones and targeted killing have indeed had a detrimental effect on the institutions of sovereignty, territoriality, and international law. However, drones have also met positive approval by great power management and have helped change the nature of the institution of war. / Master of Arts

The vast number of refugees in the world represents a very real, quantifiable, and troublesome "problem" for mainstream scholars of International Relations (IR). Mainstream IR is not able to address the problem of the refugee because of its emphasis on the state as a central actor and its inattention to justice in an international system. This thesis argues that the approaches of the English School and normative theory might come together to create a "via media" or middle ground which better addresses the problem of the refugee in international relations than mainstream IR has to date. While both approaches have limitations, the concept of international society and order versus justice debate of the English School compliments the attention given by normative theory to state responsibility and justice concerns of normative theory. The English School and normative theory can work in tandem to provide a middle ground which can directly address the problem of the refugee. The two approaches together provide a better way to start the conversation concerning the refugee.

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Since its reorganization in the early 1990s, the English School of international relations has emerged as a popular theoretical lens through which to examine global events. Those that use the international society approach promote it as a middle-way of theorizing due to its supposed ability to incorporate features from both systemic and domestic perspectives. A noticeable trend in the School since the end of the Cold War has been its interest with domestic and critical theory concerns, often focusing on individual, discursive or emancipatory issues. As a result, the English School has been able to accommodate the growing trends in international theory more generally, with the decline of problem-solving theory and the rise of critical projects. While the School and its practitioners may, for the most part, see value in discussing how domestic or critical variables impact the society of states, such examinations tend to neglect or overlook the systemic level of analysis. This project takes exception to the decline of the English Schools problem-solving foundations and argues that the School must place more emphasis on the systemic level of analysis if it hopes to be relevant in international theory debates. To this end, the criticisms of American scholars regarding the Schools lack of methodological rigour and explanatory power are addressed by demonstrating the added value to the international society approach if the constraints of the international system are included in theoretical explanations. In order to demonstrate how the systemic level alters English School analyses, two areas of popular examination within the School are explored, namely the role of international institutions and the debate over humanitarian intervention. Ultimately, the contention of this work is that English School scholars can greatly benefit from including systems-level thinking because of what it adds to the Schools explanatory power and also its ability to provide methodological rigour. In doing so, it is more likely the English School can penetrate the mainstream of international theory in the future.

This thesis investigates how Greek and English 11-year-old students respond to wordless picturebooks. Through the identification of themes in their responses, the study explores the children's engagement while interpreting these books, and also demonstrates how wordless picturebooks can be addressed to and enjoyed by fluent readers. The central tenets of the thesis are described through a socio-cultural perspective of reader response theories. The approach taken places emphasis on the reader's active engagement, for each reader uses visual decoding skills and culturally-oriented knowledge in an effort to resolve the ambiguities of the pictures in a wordless story. The socio-cultural dimension is highlighted throughout this study since the entire process of reading is considered a socio-cultural event. Case studies were conducted, comprising of two groups of four 11-year-old students in England and two groups of the same size in Greece. The data collected includes the children's videoed group discussions, their drawings and their individual short semi-structured interviews. The sessions were verbatim transcribed and analysed drawing on existing frameworks for the analysis of children's discussions on picturebooks, but also incorporating new categories emerged from the data. Based on empirical evidence, this study refines and extends pre-existing research on reader response theories and wordless picturebooks. The main findings indicate that the children's engagement with wordless picturebooks is a dynamic process shaped by four factors: visual decoding, expectations, emotions, and context. The importance of expectations is particularly highlighted, as the children's narrative and cultural expectations were either reinforced or challenged by their reading of the wordless books. This study has implications for teachers, researchers and publishers. It widens the range of readership of wordless picturebooks and increases the purposes of their use, as it reveals their special nature and complexity. Last, this thesis encourages teachers to support students' technical vocabulary on images, and invites schools to integrate wordless picturebooks into their curriculum for older children.

The object of this thesis is to consider the relationship between sovereignty and responsibility and to examine how this relationship has developed over time. There is a conventional story told by many scholars of International Relations which holds that sovereignty has ‘traditionally’ entailed the absence of responsibility and accountability. It has meant that states have a right to govern themselves however they choose, free from outside interference. Only in recent years, the tale goes, have the indefeasible rights that sovereigns have long enjoyed been challenged by notions that sovereigns are responsible and accountable for the protection of their populations. Ideas of ‘sovereignty as responsibility’ and ‘the responsibility to protect’ which have emerged since the end of the Cold War are framed as radical departures from the way in which sovereignty has been ‘traditionally’ understood. This thesis challenges this conventional account of the history of sovereignty. It argues that the notion that sovereignty entails responsibilities is not new. Rather, responsibilities have been an enduring feature of the social and historical construction of sovereignty. The thesis demonstrates that sovereignty has been understood to involve varied and evolving responsibilities since it was first articulated in early modern Europe and it traces the historical development of the particular tension between the right of sovereign states to be self-governing and free from outside interference and their responsibility to secure the safety of their populations.

The inclusion of human rights in Canadian foreign policy is typically rationalized as corresponding to the fundamental Canadian value of respect for human rights; however, Canada’s limited appeals to human rights, couched in the rhetoric of values, altruism, and morality, have not produced a substantive policy that adequately considers or sufficiently protects human rights. Although human rights are generally considered subordinate to security, economic, and other national interests, this thesis will argue that these are mutually inclusive concepts that serve to support each other. By examining Canadian engagement in Afghanistan through the theoretical perspective of the English School solidarists, this thesis contends that Canada national interest can be realized through a commitment to a human rights foreign policy, thereby providing concrete justification for the inclusion of human rights in Canadian foreign policy. The objective of such an approach is to improve Canada’s ability to protect and promote international human rights, leaving little doubt in the minds of Canadian foreign policy-makers that there is undeniable value in a human rights foreign policy and that such a policy will produce national interest ends.

The inclusion of human rights in Canadian foreign policy is typically rationalized as corresponding to the fundamental Canadian value of respect for human rights; however, Canada’s limited appeals to human rights, couched in the rhetoric of values, altruism, and morality, have not produced a substantive policy that adequately considers or sufficiently protects human rights. Although human rights are generally considered subordinate to security, economic, and other national interests, this thesis will argue that these are mutually inclusive concepts that serve to support each other. By examining Canadian engagement in Afghanistan through the theoretical perspective of the English School solidarists, this thesis contends that Canada national interest can be realized through a commitment to a human rights foreign policy, thereby providing concrete justification for the inclusion of human rights in Canadian foreign policy. The objective of such an approach is to improve Canada’s ability to protect and promote international human rights, leaving little doubt in the minds of Canadian foreign policy-makers that there is undeniable value in a human rights foreign policy and that such a policy will produce national interest ends.

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<p>This thesis discusses the recent change in EU’s immigration policy. EU’s restrictive policies may be changed by the two proposals, COM(2007)637 and COM(2007)638, presented in October 2007. These proposals were formed during a process in which representatives from the African Union (AU) were present in discussions about migration. Using official documents from EU and AU, we study this inter-regional interaction process with the English School theories of “international society” and with a Social Constructivist ontological model describing the relationship between agents, structure and institutions/regimes. We find that the proposal changes the trans-regional migration regime, and by extension the structure and the trans-regional world order. This will probably lead to an increase in the number of African labour immigrants in the EU, which may enlarge the trans-regional “world society” and, in turn, the inter-regional “international society”.</p>